PS1 - All living and nonliving things are composed of matter having characterisitic properties that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristic properties of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristic properties (e.g. solid,liquid,gas)
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Class 2. Duration 50min/1 period
There will be a brief discussion about findings in previous class. Introduction to the solid state of Matter. Class will read pages 42-44 in book together, highlighting and discussing important information about solids where necessary. Class will then discuss particles in an solid and use clay to mold their own shape. Discuss why the clay keeps its shape and why its not moving.
Opportunities to Learn:
Depth of Knowledge:
Level 1 and 2. Students will recall what they had discussed about solids from the previous class. Using the reading they will identify patterns in what they have learned and compare it to their prior understandings. Students will construct their own atom and use it identify patterns in a solid. Using the model, students will be able to specify properties.
Prerequisite Knowledge:
Introduction to Matter (previous unit). Includes describing and measuring Matter. Students should have learned the properties that are used to describe Matter and changes in Matter, physical and chemical.
Plans for Differentiating Instruction:
"B" group read pages 8-9 in "Matter,Matter,Everywhere." Tactile learners will benefit from modeling an atom with clay. Visual/non-verbal learners will benefit from learning from the model. Whole class questioning and reading the text aloud will assist auditory learners.
Accommodations and modifications
Scaffold reading. Students will get help from the resource teacher if needed. Frequent teacher check-in if students need more help with understanding the concept a lab on classifying everyday things into solids, liquids, and gases will be completed.
Environmental factors
Materials:
Textbook, smartboard/easel, glass salt shaker,salt,molding clay
Objectives:
Students will be able to distinguish and discuss the physical properties of solids.
Students will learn about the characteristics of a solid and particle movement.
Students will create their own example of a solid using clay.
Instruction:
Opening:
Teacher displays chart from yesterday on easel. Next teacher reviews students' ideas that were shared in the prior class and discuss briefly. Students participate in "daily warm-up".
Teacher asks "Which is the easiest to hold in your hands - a small rock, 100mL of water, or the Helium from a balloon?" (a rock because itkeeps its shape) "Which is the most difficult?" (Helium because it cannot be seen or felt). Students write down their answers and the teacher holds short discussion.
Engagement:
Students will read short excerpt (pages 42-44) about solids together in textbook. INSERT READINGCompare reading to the students observations from previous class. Teacher tells students that solids have definite shapes and volumes.
"How are the particles of a solid arranged?" (They are packed very closely together and tightly fixed in one position)
" What causes a solid to have a definite shape and volume?" (The arrangement of particles).
Teacher tells students that the volume of an object depends on its length, width, and height.
"Why would an object with a definite shape also have definite volume? (The dimensions of the object do not change, so its volume stays the same).
Teacher models particles in a solid by taking an empty glass salt shaker, filling it to the top with salt, covering it and tapping it on the desktop. Students will be able to see how closely packed the particles get by the extra room there is at the top of the shaker. Students also learn that particles do not move around each other because they can "unmold" it to observe grains. After the students discuss particle movement of a solid the teacher will pass out each student a wedge of clay. Teacher will instruct students that they will use clay to mold a shape. Teacher will tell students that they each have three minutes to mold an object of their choice. Students will follow lab safety rules and be cautious. Teacher asks students following questions for an informal assessment.
"What are the characteristics of a solid?"
"Why is the clay not moving?"
What causes the clay keep it's shape?"
After a brief discussion students will be asked to write in their notebook three things that they learned about a solid. When students are done teacher will collect clay.
Reading assignment from Chapter 2 in Pearson, Prentice Hall Science Explorer. Titled Chemical Building Blocks, 2005.
Teacher makes notes on board from what students share and relate it to the reading. Students should correct any misconceptions about a solid at this time in notebook. A "Solid puzzle" is handed out and if it is not completed in class it is given as homework. INSERT SOLID PUZZLE
Assessment:
Informal discussion about students observations from prior class and what they learned today on solids. Oral questioning about salt shaker and clay model, relating it to reading and prior knowledge. Teacher looking for students to understand that a solid has definite shape and definte volume. Also, that a solid does not take the shape of its container, particles are packed tightly, and we can see it with our own eyes.
Lesson Plan
Lesson Title:
The Solid StateState Standards: GLEs/GSEs
PS1 - All living and nonliving things are composed of matter having characterisitic properties that distinguish one substance from another.
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Class 2. Duration 50min/1 periodThere will be a brief discussion about findings in previous class. Introduction to the solid state of Matter. Class will read pages 42-44 in book together, highlighting and discussing important information about solids where necessary. Class will then discuss particles in an solid and use clay to mold their own shape. Discuss why the clay keeps its shape and why its not moving.
Opportunities to Learn:
Depth of Knowledge:
Level 1 and 2. Students will recall what they had discussed about solids from the previous class. Using the reading they will identify patterns in what they have learned and compare it to their prior understandings. Students will construct their own atom and use it identify patterns in a solid. Using the model, students will be able to specify properties.Prerequisite Knowledge:
Introduction to Matter (previous unit). Includes describing and measuring Matter. Students should have learned the properties that are used to describe Matter and changes in Matter, physical and chemical.
Plans for Differentiating Instruction:
"B" group read pages 8-9 in "Matter,Matter,Everywhere." Tactile learners will benefit from modeling an atom with clay. Visual/non-verbal learners will benefit from learning from the model. Whole class questioning and reading the text aloud will assist auditory learners.Accommodations and modifications
Scaffold reading. Students will get help from the resource teacher if needed. Frequent teacher check-in if students need more help with understanding the concept a lab on classifying everyday things into solids, liquids, and gases will be completed.Environmental factors
Materials:
Textbook, smartboard/easel, glass salt shaker,salt,molding clayObjectives:
Students will be able to distinguish and discuss the physical properties of solids.
Students will learn about the characteristics of a solid and particle movement.
Students will create their own example of a solid using clay.
Instruction:
Opening:
Teacher displays chart from yesterday on easel. Next teacher reviews students' ideas that were shared in the prior class and discuss briefly. Students participate in "daily warm-up".
Teacher asks "Which is the easiest to hold in your hands - a small rock, 100mL of water, or the Helium from a balloon?" (a rock because it keeps its shape) "Which is the most difficult?" (Helium because it cannot be seen or felt). Students write down their answers and the teacher holds short discussion.
Engagement:
Students will read short excerpt (pages 42-44) about solids together in textbook. INSERT READING Compare reading to the students observations from previous class. Teacher tells students that solids have definite shapes and volumes.
- "How are the particles of a solid arranged?" (They are packed very closely together and tightly fixed in one position)
- " What causes a solid to have a definite shape and volume?" (The arrangement of particles).
Teacher tells students that the volume of an object depends on its length, width, and height.- "Why would an object with a definite shape also have definite volume? (The dimensions of the object do not change, so its volume stays the same).
Teacher models particles in a solid by taking an empty glass salt shaker, filling it to the top with salt, covering it and tapping it on the desktop. Students will be able to see how closely packed the particles get by the extra room there is at the top of the shaker. Students also learn that particles do not move around each other because they can "unmold" it to observe grains. After the students discuss particle movement of a solid the teacher will pass out each student a wedge of clay. Teacher will instruct students that they will use clay to mold a shape. Teacher will tell students that they each have three minutes to mold an object of their choice. Students will follow lab safety rules and be cautious. Teacher asks students following questions for an informal assessment.- "What are the characteristics of a solid?"
- "Why is the clay not moving?"
- What causes the clay keep it's shape?"
After a brief discussion students will be asked to write in their notebook three things that they learned about a solid. When students are done teacher will collect clay.Reading assignment from Chapter 2 in Pearson, Prentice Hall Science Explorer. Titled Chemical Building Blocks, 2005.
This demo might be useful:
http://www.thenakedscientists.com/HTML/content/kitchenscience/exp/jamming-rice/
Closure:
Teacher makes notes on board from what students share and relate it to the reading. Students should correct any misconceptions about a solid at this time in notebook. A "Solid puzzle" is handed out and if it is not completed in class it is given as homework. INSERT SOLID PUZZLE
Assessment:
Informal discussion about students observations from prior class and what they learned today on solids. Oral questioning about salt shaker and clay model, relating it to reading and prior knowledge. Teacher looking for students to understand that a solid has definite shape and definte volume. Also, that a solid does not take the shape of its container, particles are packed tightly, and we can see it with our own eyes.